Estimulação essencial e a criança com deficiência intelectual

Abstract

The presented work outlines the importance of essential stimulation for children with mental disabilities in the period between the ages of zero to three years and eleven months, with the intent of showing the difference made to achild with a mental disability having been stimulated from the beginning by trained professionals such as special education teachers, as well as speech and physical therapists. To research the motor development of children with a disability it is necessary to have a repertoire of movements that begin within the first stages of embryotic life. It is in the ages of zero to three years that the child responds best to the stimuli that are offered. For this reason, knowing the development of the nervous systemis essential to understanding illnesses that compromise said development. The principal method to stimulate disabled children is through interaction. Speaking, singing, playing amongst other activities done with the child, activate the frontal lobe areas associated with speech, movement, social cognition and problem solving, which benefits the child for the rest of their life. Affection is essential to the child’s learning process, in which a disabled child needs twice the amount of attention from their parents and caretakers. This work is a bibliographical study based the “Projeto de Estimulação Essencial” (Essential Stimulation Project) of NEPES/UFSM, of which has for more than a decade been contributing to the progress in education and development of children with mental disabilities, combining practice with theory.